Confidence

Why is History so important? My mom always told me “History means past, present, and future. History is part of your life, the meaning of your present and the plans for your future. So never forget your past in order to not lose your future. ” To be honest I always thought my mom was talking about my ancestors and my entire family tree. You know when you want to know the family diseases that can be hereditary you look at your family tree; you do the same to know all the possibilities for an offspring to be blond or burnet.

Well I think you got the point right? What my mom really tried to say is that my past is important because is all I learned from my experiences and mistakes and those mistakes are somehow the foot notes on my mind, responsible of telling me “hey you!! Don’t do the same stupid things all over again!! ” Now let’s talk about the important stuff our history class.History is the study of the past, is the job of people who want to know about important things that changed the course of a person, a state, a country or the world. History is the most vital evidence to figure out ways to make or lives more comfortable and a compromise to make a change for a better future. In other words History is the tool to understand people, and different social structures. That’s why History is so important and essential to all of us.

Sports management in schools is a very vital discipline whose role is to ensure that sports participants are well versed with the rules associated with a particular event. Sports in the United States are organized according to the rules and regulations that are set for national and State sports management and organization. activities in the State of Florida are organized under the rule of Florida High School Athletic Association (FHSAA). It is unfortunate that if an AD is not familiar with the rules and regulations governing their State’s sporting activities they may end up not taking part in the sporting activities.

It is therefore important that all scholars, sports participants and school leaders as well as the society get awareness of the rules and regulations governing sporting activities in their States as well as the whole of the United States. Florida is a State that has been fully dedicated to providing the best possible educational services to her youth at different levels of academics. FHSAA was formed in 1920. The first group of school to unite and form the FHSAA included 29 principals of schools.

Their first meeting was held at Florida University, (Gibson, et. al. 2002). “Since its formation it works hand in hand with member school in administering the best requirement in both academics and sports. In 1997 FHSAA was given statutory recognition by the Florida Legislature. The body was fully recognized as Florida’s interscholastic athletics organizing body. FHSAA has grown over time and currently it comprises of a membership of 748 schools. FHSAA seeks to promote, control, direct and supervise interscholastic athletics programs for member school.

The body establishes and maintains the rules and regulations that must be adhered to by the high school during sports to better education promotion. More so, the body cooperates closely with “Florida Department of Education” towards the development of athletic programs and promotion of sportsmanship in addition to teamwork participation among the students. Policy making and implementation that safeguards the wellbeing of all players and school athletics management is the role of FHSAA. This organization basically ensures that the high school student acquire equitable and fair participation in sporting activities.

The association offers championship sponsorship programs in which at least 720 student from 108 teams participate in athletic activities with the majority getting championship crowns for the year. FHSAA is dedicated to form leaders from the schools in which about 800,000 students have the opportunity of being trained as leaders, good citizenship codes and sportsmanship every year, (Gems, 2006). There are rules and regulation associated to the organization. FHSAA ensures that it upholds the legislative rules of Florida Legislature as well as to enforce eligibility regulations set by member schools to ensure fair and equitable competition.

Eligibility of participants is set according to certain levels of physical fitness, amateurism, academic status, attendance, and sportsmanship capability, participation frequency not forgetting the transfer cases associated to a student. Although the set rules and regulations apply to all students, changes may be achieved depending on the level of the school that request for the adjustment upon recommendation by the respective board representatives. The structure of FHSAA is formed of several leadership levels.

Any school; public and private, that wishes to subscribe to the rules and regulation of the Department of Education of Florida as well as FHSAA is a potential member. FHSAA is managed by a board of directors; 16 members, representative assembly of members (more than 60), advisory committee and appeals committee of 5 members. All of these organizational officers have different roles in policy formulation and implementation. The policy formulation process in the organization is admirable for the fact that all stakeholders at different levels including the student are part of decision making and policy formulation.

It is worth noting that the FHSAA is a subscriber of the national interscholastic laws as applied by the legislature and National Collegiate Athletic Association (NCAA) thus upholding the title 9 rules of gender balance in athletics. This rule allows each gender to play separately for boys and girls teams and encourages more female representation that in the past. Players may also be regulated according to their stature, body strength, age such that if a team is endangered by the presence of that particular player he/she may be barred from participation, (Burton, 2009).

If player are suspected of any substance and drug abuse within the sporting arena they are faced with automatic disqualification unless they are proven innocent after extermination. At present most players are using drug like steroids, heroine, cocaine among others to enable them compete their peers. Unfortunately, the laws and rules that have been put in place by the interscholastic and intercollegiate sports managers and policy makers in the State of Florida are tough and will not allow any drug abusers to thrive in game and sports at any cost.

Safety of players is ensured through a set of governing rules that advocate for single sex teams especially for players within and past puberty. In addition the FHSAA ensures that before athletics and sporting events are held the host complies with the set standards. For example, appropriate equipment, supply of necessities, there should be set time for practice in the schools plus appropriate schedule for different events. Availability of team coaches is an important factor in organization of any sporting activity.

Appropriate health facilities and support services must be provided. Students for different schools must be recruited according to the set standards. Despite the fact the Florida High school Athletics Association is a nonprofit making organization aimed at promoting the welfare of interscholastic sports, it may not be left behind in politics of sporting professionalism. Controversies are always on board when ever professionals meet. For example, national teams are currently facing a controversy on mobility of sports franchise by professionals.

The FHSAA is faced with leadership and policy making controversy. Money issues can not be left behind. Funding sports is not an easy task since it often gives leaders a hard time yet at the end of it all they are face with complains of missing items during certain events, (Staurowsky, & Sack, 1998). Allocation of awards is usually another hectic job for the organizers since they have to ensure that the best player gets the best prizes and the lowest a lower price.

Amateur athlete must also be awarded a prize for their effort if not performance. This motivates them to improve in the sport in future. FHSAA has always ensure sufficient communication technique through its website, newspapers, magazines and other forms of media to keep the school heads and sports administrators informed of its requirements. FHSAA has awards for both best academicians and athletes. For instance, the “FHSAA academic Team Champion Program” awards the best team in terms of cumulative average grade.

The Sportsmanship awards, Sunshine Cup awards are also good example of awards offered by FHSAA in its strive to maintain both academic Excellency and sports performance. In conclusion, the FHSAA is one of the most adorable and organized sports associations of the world due to the good work it does in school within Florida. Its main role is to produce team leaders and managers after school. The policy formulation process in FHSAA is all inclusive and worth emulation by others organizations who just dictate policies to their juniors. References Burton, L. J.

(2009). A Reinvigorated Call for Support of Title IX at the High School Level. The Journal of Physical Education, Recreation, & Dance. Vol. 80. Gems, R. G. (2006). The Athletic Crusade: Sport and American Cultural Imperialism. University of Nebraska Press. Gibson, H. , Willming, C. , & Holdnak, A. (2002). “We’re Gators. Not Just Gator Fans”: Serious Leisure and University of Florida Football. Journal of Leisure Research . Vol. 34 Staurowsky J. E. & Sack A. L. (1998) College Athletics for Hire: The Evolution and legacy of the NCAA’s Amateur Myth . Krieger.

During early adolescence, precursors to formal operational thinking appear, including a limited ability to think hypothetically and to take multiple perspectives. During middle and late adolescence formal operational thinking becomes well developed and integrated in a significant percentage of adolescents. I Social I Attachment to the primary caregiver, most often to be mother.

Develop affectionate and trusting relationships with other family members and with adults outside the family. The child can also be engaged in simple games and plays.

Developing relationships with other children.

Parallel play is apparent. Role-playing socially. Developing confidence of toilet training.

The child expands social relationships outside the family and develops interactive and cooperative play skills with peers. The child begins to understand, explore, imitate, and practice social oleos. The child learns concepts of “right” and “wrong” and begins to understand the nature of rules. He experiences guilt when he has done something wrong. Relationships outside the family increase in importance, including the development of friendships and participation in a peer group.

The child imitates, learns, and adopts age-appropriate social roles, including those that are centerpieces. The child develops an understanding of rules and understand how these impact social relationships and activities. Peer centered relationships now of high importance. Peer acceptance of great importance to self esteem. An interest developing in sexual relationships, experimenting may start to occur. Peer groups begin to separate in those of attraction, mutual interests and more closely bonded friendships made. The youth experiments with social roles and explores options for career choice.

Emotional Moral Identity

Development of basic trust, a derivative of the positive attachment between the infant and the primary caretaker, occurs during the first year. This is a cornerstone of emotional development. Ability to control oneself in a given environment. Developing rudimentary oscilloscope – displaying pleasure at being ‘good’, yet shame, upset, distress and embarrassment at being ‘bad’. Initially no moral development, as baby but shows needs by crying, cooing, smiling etc. No understanding of right or wrong, starts to understand yes/ no.

Can have tantrums and sudden mood changes, burst of energy. Although understanding of directions can choose to ignore. Begin to understand right from wrong but do not understand consequence. Babies developing a sense of trust with main care givers that provide security warmth and inform. Child begins to develop sense of failure, success and how these impact feelings. The preschool child has been described as “on the make. ” The child is intrusive, takes charge, is very curious and continually tries new things, actively manipulates the environment, and is self-directed in many activities.

The child’s ability to understand “right” and “wrong” leads to self-assessments and affects the development of self-esteem. Child looks for adult approval, and begin to understand rules and consequence. A child would be eager to please and succeed Ana proud AT accomplishments aimed that was not desired. However may Ill or Alamo toner when a response Is A child is learning to enforce power and control over what they do, what others do around them and their environment. I Now becoming confident and Selfridges. Now starting to attempt to start targets and goals and reaching them.

The child is developing a better sense of herself as an individual, with likes and dislikes and special areas of skill. The child evaluates her worth by her ability to perform. Selfsame is largely derived from one’s perceived abilities Children begin to dictate rules and directions and are quick to inform n adult if they are broken. They are aware of how their actions will face different consequences. Can have difficulty in admitting failure or accepting mistakes have been made. Eager to please parents an caregivers. A child begins to cope with academic demands and needs and how success leads to feelings of accomplishment and competence.

A very vulnerable stage for emotional stress. Acceptance of peers strengthens or can weaken self-esteem. Frequent and undetermined mood swings may occur. Self assessment and reflection becoming common. Self identity becoming more prevalent. Understand fair treatment and why rules need to be in place. Can be most concerned over the feelings of others. Able to weigh up options to come to their own decisions. Experience many feelings, happiness, anger, sorrow and isolation. Feeling may cause confusion and child rebelling on the rules. Developing sense of personal and self identity.

Lots of trial and error at this stage leading to success and failure, developing pleasure and being oneself and also confusion and weakened self identity. Ability to develop needs and making suitable decisions to follow. An understanding of the difference between rate of development and sequence of development is important when analyzing any form of development in children and young people. Sequence of development is when there is a definitive pattern to development like a baby learning to sit and balance before he or she can crawl, or a toddler learning to walk before he or she can run.

The sequencing of development assists you to prepare and plan effectively and at the right time in anticipation of the next development stage to be reached. Rate of development is however, when individuals reach certain targets or milestones ND at the speed of which they do so, and is also about recognizing and identifying any concerns in development and how you can adapt and assist learning and development. There may be many reasons why a child/ young person’s development may not follow a typical pattern of development.

Some of these reasons could be disabilities, resources available, cultures, facilities and equipment. I nerve cool a De many possible restrictions on development Owe to Leaseholds, sun as, physical disability and not being able to use certain parts of the body to aid mobility ND therefore restricting access to facilities, resources and hands on approach learning. Speech and language disabilities, and not being fully able to express needs, wants and requirements. Emotional lack of development could involve a lack of confidence, resulting in difficulties mixing, bonding with others and trusting those around them.

Therefore proving to cause difficulties in the obstruction and restriction of emotional attachments. Some youngsters who struggle with emotional development may find that they prefer their own company and find it difficult if other people enter their arsenal space. If a child has witness very strong emotional attachments as they grow up they are likely to demonstrate this as they grow and development and the same goes for those who have witnessed little emotion or negative emotion and also physical, mental, emotional, sexual abuse and neglect. 2. There are many personal factors that can influence children’s and young people’s Disability, Learning Difficulties and Sensory Impairment can fall hand in hand with influencing a person’s development, as many disabilities can prevent a person from having full access to environments and situations. This may be due to the physical impossibility of being able to Join in, in activities for example not being mobile, not having full use of all senses so not being able to see or hear what is going on around them, and also being unable to communicate and understand their surroundings.

In child care settings the utmost is done to ensure children and given as much an opportunity as possible to enable them to participate in all aspects of the day however at time it will almost be totally unavoidable that a person wont gain as much out of a given situation as a fully abele child. The health of a person could also influence development, again possibly restricting access for a person to engage, Join and participate in given situations and activities. During early childhood children undergo extremely rapid growth which can be very highly influenced by the environment surrounding them.

Many challenges that are faced by adults in later life can be backtracked to early childhood and the experiences of a child, some of these challenges being, heart disease, mental health issues, obesity and poor literacy and innumeracy skills. There are many external factors which can influence the development of a child/ nouns person, some of which being; A Family History of Abuse and/ Or Neglect, Behavior of the Mother During Pregnancy, Looked After/ Care Status, Education, Personal consoles, Background. TTY Ana Deprivation Ana I-amply Environment Ana A mothers behavior during pregnancy can have an impact on the development of a child not Just during the pregnancy but ongoing into childhood, teenage year and into adult life. Researchers have formed a link between the children of mothers who were particularly stressed during pregnancy with a higher incidence of behavioral and mental problems. The stress hormone cortical is released into the amniotic fluid in the womb which can also have an effect on the brains of the unborn baby possibly affecting their future social skills, language or memory skills.

History of Abuse or/and Neglect can also have an impact as children are vulnerable due to them being reliant on adults to provide the basis of life, needs and requirements for a developing child. Child who find themselves sufferers of abuse or even in care can very often have low self esteem, may be angry and unhappy, find it difficult to relate to peers and often gain the attention they require in negative ways ND can regularly be quite rebellious.

Family environment will also have an impact on the development of a child as if they have been given no guidance of life goals they will find it difficult to determine correct morals, like knowing right from wrong. A child’s basic health needs could then also be affected which would also have a negative impact on their day to day life in school, maybe suffer from lack of sleep, hunger, poor hygiene etc. Children with parents with drug or alcohol dependencies, or low income families may also risk making the wrong decisions themselves leading to possible danger due to to having the ideal role model to look up to and give guidance. . The Framework used to support development: Social Pedagogy – this is about the holistic approach towards well-being and education and is a shared responsibility between parents, caregivers and society as a whole. It prepares children and young people to develop and accept what is expected of them and how to be accepted in society. This assists them in gaining skills in learning, physical skills and coping with emotions and dealing with them effectively. Thus aiming to teach youngsters how to become an accepted and valued ember of society today.

This may lead to a change in attitude and behavior, based on understanding and ability to cope. Bandeau believes that ‘social learning as individual learning that takes place in a social context and is hence influenced by social norms, e. G. , by imitating role models’. By imitating role models it shows that we are able to take on new information and have a broader knowledge and social understanding. Freud based his psychoanalytical theory on how the human mind works and how personalities are formed. He states that past experiences, thoughts and feelings happen their future.

He also believes that there are factors that people are unaware of that influence their thoughts, feelings, actions, beliefs and understandings such as unconscious thoughts, feeling and experiences. Psychoanalytical Theory is based upon an idea that how a child copes with certain developmental stages they go through will have an impact on their adult life. This is why a child having a positive start in life where needs are met, a child thrives and to develop and understand emotions will then have a positive impact on the youngster growing into a stable

Pigged and Viscosity believe that children learn from hands on experiences. Viscosity stressed the importance of social interaction with peers insisting that children can guide and assist each other in learning new things and developing existing skills pretty much in the same way as adults. He states that an holistic way of developing is through play, and how child led play can develop language, imagination and play skills. Strong relationships are vitally important as a child reaches that later stages of development. Positive relationship are valued and make the child feel valued and comfortable. Velveteen of children and young people. To assist in the best start for a child early identification of any possible development delay would be essential to ensure that any additional help or support is put in place at the earliest possible time. Whilst early identification is crucial, one must also take care not to label a child hastily, without adequate investigation. It is therefore important for parents and teachers to be sensitive to the characteristics that may be indicative of an underlying developmental disorder or delay.

It is useful to be familiar with some of the characteristics that could help identify a child with a developmental delay or disorder, in their early years. Given below are some of the characteristics that might help you identify a preschool child with a developmental delay or disorder

• Inconsistent response to being called by his or her name
• Inconsistent response to sounds and simple verbal commands
• Good response when instructions are given one on one, but poor response when a general instruction is given. Speech is not clear or is understood only by parents
• Over activity or hyperactivity – inability to pay attention, sit at a place; sustain an activity as compared to peers
• Disruptive behavior in the classroom – screaming, pinching, pushing, running around without apparent cause
• Interactive or hypoactive – does not participate in classroom activities like his peers. Does not show interest in or interact and play with peers Does not initiate activities or conversation spontaneously
• Reacts inappropriately to touch, movement, sound or light
• Is poor in imitating actions and words
• Seems to be in a world of his own and talks or laughs to himself If any particular child is causing doubt or concern then the correct channels of offering should be followed and there are always people available to discuss issues with as and when they arise.

Speaking to the parent is also an essential part of assessment as from personal experience a child that I considered possible speech and language delay, actually spoke very confidently and clearly to parents yet Just chose not to talk at all in the setting environment. If possible delays are not recognized early on, risks can arise as a child progresses through schooling and into adult life. There may be problems with behavior, understanding and acceptance of rules and directions.

A child would not necessarily be having the level of education and learning that they require to progress effectively, Ana may not De addle to access teen Tactless Tanat teen n develop. Dependent on which type of delay a child could also be put at risk of being injured or hurt do to lack of understanding of rules for safety, physical delay could result in physical injury IEEE, falling, slipping , losing balance etc.

As the spectrum of developmental delays is so vast it is vital that any concerns are raised as soon as possible to try and prevent any further problems arising and to get he best suitable support and start for the individual. The sooner referrals to other agencies are made the sooner the ball is rolling to identify if there is a problem and how best to deal with and even overcome. In child care there are many different agencies that work together to ensure the best for the children, lots of information would be shared between these different agencies including any concerns of children with suspected developmental delays. Some of the other agencies and professionals that would work together in identifying, referring and supporting children with suspected developmental delays are, Social Workers, Health Visitors, Flying Start Advisory Team, Early Years Practitioners, The Early Years Forum and Speech and Language Therapists.

In my day to day role myself and my staff team would observe and acknowledge all children in the setting and monitor any concerns that we may have, IEEE, a child who has limited speech yet makes lots of sounds, was referred to Speech and Language Therapist, who agreed that there was a delay and advised us of how to address certain issues to provide that child with the best possible opportunities but also advised of any other things that we may need to be aware of, upon doing this we came aware of the child’s lack of spatial awareness and after seeking further advice on this from the Flying Start Advisory Team this child is now being referred to the Early Years Forum, to be discussed of what steps are to be taken next and what support can be put in place. These other agencies aren’t only used for the children with possible delays but are used to develop daily care provision provided by the setting and share ideas on how things can be improved, developed upon and maintained. An ideal way of assisting the developing child no matter what stage of placement they are at is providing access to many play and leisure activities. All activities should be made available to individuals regardless of abilities and should be adapted to suit to enable equal access. Play and leisure activities would give all children the opportunity to interact socially and therefore learn to develop social skills, communication skill and emotional development skills. These activity opportunities would also give the chance to develop independence and self help skills, and those unable to do things for themselves can still have the feeling of being integrated with others and feeling part f a group/ activity and the outcomes.

A developing child is constantly learning and will get lots out of activities with textures, sounds, smells etc, if a delayed child is engaging in an activity but has some kind of sensory impairment then it would be vital to adapt the activity to the senses Tanat teen Uninominal can use most e experience. Adjectively to gain teen most out AT a given people’s development. A child may endure many stages of transition during their early years, not only moving from different setting IEEE, nursery to school, but also many outside factors also. Each child reacts differently to transition, some coping extremely well, whilst others may struggle with each new challenge that they face. As a child settles into the first childcare experience. For some maybe preschool and others when they turn 3 and gain their nursery school placement.

It is important for a child to have as much continuity that is possible to provide to ensure their settling in period goes as smoothly as possible, however a repeated change in the care giver can at time feel most traumatic for the youngster, as they build a sense of trust, it feels to them that it s take away and that they have to start all over again. Physical types of transition, can be as detailed above changing care givers, developing from preschool care to schooling or even a repeated change in school, if the family were to move around frequently. It may feel that as soon a child begins to feel settled then they are uprooted again and have to settle in all over again in a new setting. It could also be the unsettled of moving houses/ areas, this could make a child feel out of place and lost, however some children would deal with these with little or no concern whatsoever.

Emotional transition can also play a part in affecting the child or young person, they may have suffered a bereavement, again which could leave a child feeling lost or incomplete, possibly making the child withdraw and isolate themselves as they begin to understand what has happened, what is the consequence and how they are to move on.

During all stages of transition positive relationships for the children and young people are a vital part of assisting adapting to change runs as smoothly as possible. All children and young people need to have developed strong attachments as the theorist Bowl has explained. They need trust, consistency and a good bonding whether it is with their key worker, teacher, parent or caregiver etc having someone that they can trust will make transitions easier for the child. Children with positive relationships on transitions can have long term positive impacts of their ability to cope and be more resilient.

They are likely to be more successful academically and socially they will feel cared for, valued and respected their learning development will continue instead of dip. They will feel more confident to explore and have higher self esteem and confidence so feeling more relaxed. Children will feel able to make new friendships. Young people might feel they need guidance and will not be afraid to ask for help even on the more sensitive topics in life. If a child has good transitions early in life this will make it easier for transitions later on in life as they progress towards adulthood. Outcome – unreason now agelessly, monitoring Ana recording teen development of children and young people informs the use of interventions. There are many ways in which we monitor, assess and record children’s development within a childcare setting and many of these are used continually wrought the day, on a daily basis and information shared accordingly. Information sharing is a major factor that we use whether that being information collated by other staff members, information we are given from parents and careers or the individual themselves as well as information given by other professionals and outside agencies that may be involved with the child/ family. In the setting itself, amongst the staff team we use a communication book to keep each other informed of any information that has been shared with ourselves, this may be in person, over the phone or via documents and we each take responsibility or keeping ourselves up to date with the relevant information.

Observation will also be made on a daily basis and we use post-it notes to attach to the Learning Journeys of the individual children so they Key Worker can update the observations accordingly in the file. This way we share responsibility for the findings in the Learning Journeys, as you are not able to spend all the time with Just your key children. Myself and my deputy who is the SENSE for the setting also take responsibility for carrying out half termed Group Screening, of all the children in our setting and these re monitored with referrals made to the relevant outside agencies and Flying Start Advisory Team as and when required, we monitor these 6 weekly and create a Goals For Action Plan for those children that potentially have delays or Just difficulty adapting to the setting and those around them.

There are many types of interventions that can promote positive outcomes for children and young people where development is not following the pattern which is normally expected in a setting, some of these are: Social Workers – who are there to help vulnerable children, young people and their implies, these may include children on the ‘at risk or ‘child protection’ registers, or those with special needs. Speech and Language – who help to enable a child to gain the ability to use language and develop self esteem and confidence. Giving a child an opportunity to now express themselves and there enable them to fit in easier. The SENSE – used to give the support to children and their families with special needs, this person also take responsibility for assisting in the identification of possible special needs.

• A Psychologist – a professional who helps to support and advise children with both behavior and learning difficulties, they will provide care givers with support programmed once a child or young persons needs have been identified.
• A Health Visitor/ Nurse Specialist – provides the child and family with ongoing support measuring and assessing a child’s development and providing specialized support if a child suffers a particular medical condition.

Do you wanna develop more confidence? Do you wanna be comfortable with life and people? Read this article for great tips on how to be confident and become a pro at confidence.

Difficulty: Moderately Easy

Instructions Things You’ll Need:

• New Clothes
• Haircut
• Smile

1. increasing self confidence everyday! Being able to become self confident can take you many places.

   Learn to fake a smile every time you are around people, even if you don’t feel you need to. This will show people that you interested and a friendly person.

2.  wearing clothes. Keep yourself looking good, whether its making your hair look good, buying a new outfit, getting new shoes, or etc.

3.  build self confidence. Always, look straight ahead and do not look down, don’t look around feeling self conscious of what everyone thinks. Think positive thoughts about yourself.

4.  confidence and self esteem. Pretend that you know the people that you meet. You can fake it until you make it! Give the impression that you are very social and love to meet people. Give the impression to people that you are a great person to be around, wherever you go.

Get out there and show people how great and confident you are!

Warnings

• Learn to fake a smile daily.
• Always keep your image beautiful and updated.
• Always look straight and think positive thoughts.

There’s no exact way to measure self confidence, but there are proven ways to increase self confidence.

Difficulty: Moderately Easy

Instructions

1. Change or remove the negative components that surround your life. Don’t let others bog down your life and keep you from reaching the success you have in front of you. Recon negative environmental factors in your life that influence how you feel about yourself. Sometimes this will mean shedding bad friends from your life or even making a whole new change in your social circle.
2. My next step or tool for you to become confident is to change “what you can. Looks are not as important to mature adults as many think, but what we do with our looks does matter. You may never have the celebrity looks, but you can make the best with what you were given. Go to the gym, or run, or do yoga. Anything that will make you feel better about yourself and your body. Don’t complain that you have no boyfriend/girlfriend yet you’re overweight or spend no time taking care of yourself. Don’t do it for anyone else, do it for yourself. Self confidence will only go up if you can look in the mirror and know you’re giving it your all.
3.  Quit procrastinating in your life. Well what does procrastination have to do with someone being becoming confident you might ask? You can’t build a high state of confidence if you’re stressed out because you waited to the last minute to do a college essay or pay the electric bill. There’s so many examples I could point out, but the less you leave till the last minute, the more you have time for the fun stuff in life. Stress is a confidence killer.
4. Buy something that makes you feel hot about yourself. You know that feeling you get when you have on a nice shirt, some nice jeans or ladies a really nice outfit that just makes you feel sexy about yourself? You wear that outfit to work, or school or with that special someone, you just feel and do better that day. That is easy self confidence. There’s no need to go change your wardrobe and only buy really expensive clothes, but everyone should have one outfit that they can put on to give themselves a little extra pep in their step.
5.  Remember that you like yourself and you’re always looking for ways to improve yourself. When I stumbled upon self compliments, I turned a new page in my quest to become a more confident person. Every day tell yourself that you like yourself or that you are a great person 10 times.

Every Day

It’ll become habit after awhile and it’ll become cemented in your sub-conscious and your self confidence will multiply by leaps and bounds. You have to like yourself first and foremost before you can care how anyone else feels about you. Just simply look at the amount of celebrities who have all the fame and money, but yet run their lives into the ground with drugs or alcohol because they dislike themselves.

6.Forgive yourself and others. I had to let go of a lot of bad feelings I had about what I’d done/not done in my past and how others treated me in my past. You can’t change the past and it’ll only keep your progress limited if you keep harboring bad feelings. Forgive yourself and others. Let yourself find peace and you’ll make room for more self confidence in your life.